Moving against the Grain? Investigating the Efficacy of a Touch-Based Intervention in a Climate of Suspicion

Autor/inn/en	MacIntyre, Helen; Colwell, Jennifer; Ota, Cathy
Titel	Moving against the Grain? Investigating the Efficacy of a Touch-Based Intervention in a Climate of Suspicion
Quelle	In: Pastoral Care in Education, 28 (2010) 1, S.3-18 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-3944
DOI	10.1080/02643940903535934
Schlagwörter	Foreign Countries; Tactual Perception; Anxiety; Classrooms; Elementary School Students; Intervention; Human Body; Personal Autonomy; Peer Relationship; Interpersonal Competence; Individual Development; Social Development; Emotional Development; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Taktile Wahrnehmung; Angst; Classroom; Klassenraum; Menschlicher Körper; Individuelle Autonomie; Peer-Beziehungen; Interpersonale Kompetenz; Individuelle Entwicklung; Soziale Entwicklung; Gefühlsbildung; Großbritannien
Abstract	This article considers the implications of a small-scale research project, undertaken by the authors, which used the example of the Massage in Schools Programme (a simple peer massage programme) to ascertain whether the planned use of touch-based activity can support the growth of social and emotional skills in the primary classroom. Such claims are considered within the context of a modern society that is ill at ease with touch. Data, including observations of children and interviews with children and staff, were collected in two primary school classrooms pre, during and post the introduction of a six-week massage programme, led by Massage in Schools practitioners. The findings of this project demonstrate that the number of social relationships reported by children did increase post intervention. The article goes on to consider the possible mechanisms by which this was achieved and features of the classroom context that may mediate the impact of the intervention. The authors conclude that a touch-based intervention such as the Massage in Schools Programme may have a positive and potentially educational value for children and schools and support the growth of social and emotional skills. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10